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Books on the topic 'Regional Education Officer'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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1

Suwareh, Baboucarr Alieu. An evaluation of the role of the regional education officers in the Gambia. Birmingham: University of Birmingham, 1996.

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2

Ewusi, Kodwo. Studies on family life education in Africa: A report to the Regional Office for Education in Africa, United Nations Educational Scientific and Cultural Organization. Legon: Institute of Statistical, Social and Economic Research, University of Ghana, 1985.

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3

Africa, Unesco Regional Office for Education in. Développement des capacités de formation en planification et gestion de l'éducation: Synthèse sur l'expérience du BREDA. Dakar: Bureau de l'Unesco à Dakar, 1996.

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4

Improvement, United States Office of Educational Research and. OERI's labs and centers. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, 1992.

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5

African, Regional Conference on Women (5th 1994 Dakar Senegal). L' éducation des filles et des femmes: Par dela l'accès : contribution de l'Unesco à la Cinquième Conférence régionale sur les femmes : Dakar, Sénégal, 16-23 novembre 1994. [Dakar]: Unesco, 1994.

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6

African Regional Conference on Women (5th 1994 Dakar, Senegal). Education of girls and women: Beyond access : contribution of UNESCO to the Fifth African Regional Conference on Women, Dakar, Senegal, 16-23 November 1994. [Dakar, Senegal]: UNESCO, 1994.

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7

Saldanha, Denzil. Participation of higher education institutions in national development in India: A research study sponsored by UNESCO Regional Office for Education in Asia and the Pacific, Bangkok, Regional Co-operative Programme in Higher Education for Development in Asia and the Pacific. Bombay, India: Unit for Research in the Sociology of Education, Tata Institute of Social Sciences, 1986.

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8

United States. Office of Educational Research and Improvement. OERI's labs and centers. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, 1991.

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9

Potestio, Paola. Struttura ed evoluzione dell'occupazione pubblica: Un confronto regionale dei dati censuari. Milano: F. Angeli, 1999.

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10

Weller, Gordon. Graduate higher level key skills programme: Employability preparation for new graduates : a Higher Education Regional Development fund project for the Government Office for the eastern region. Luton: University of Luton, 1998.

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11

State Health Insurance Assistance Program (U.S.). Partners in support of the SHIPS: A guide to roles, responsibilities, strengths and needs of the partners : SHIPs, HCFA Center for Beneficiary Services, HCFA regional offices, SHIP Steering Committee, SHIP Resource Center. [Washington, DC]: SHIP Resource Center, 2000.

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12

Workshop, on Health Education in the Prevention and Control of AIDS/HIV Infection (1989 Suva Fiji). Report: Workshop on Health Education in the Prevention and Control of AIDS/HIV infection : convened by the Regional Office for the Western Pacific of the World Health Organization, Suva, Fiji, 27 February - 3 March 1989. Manila, Philippines: The Office, 1989.

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13

Media Seminar on Health for All through Primary Health Care (2nd 1989 Harbin, China). Media Seminar on Health for All through Primary Health Care: Report : convened by the Regional Office for the Western Pacific of the World Health Organization, Harbin City, Heilongjiang Province, People's Republic of China, 29 August-4 September 1989. Manila, Philippines: The Office, 1990.

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14

United States. Congress. House. Committee on Banking, Finance, and Urban Affairs. United States-Mexico Border Regional Development Act of 1988: Report (to accompany H.R. 4606 which on May 17, 1988, was referred jointly to the Committee on Banking, Finance, and Urban Affairs, the Committee on Energy and Commerce, the Committee on Education and Labor, and the Committee on Public Works and Transportation) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1988.

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15

United, States Congress House Committee on Banking Finance and Urban Affairs. United States-Mexico Border Regional Development Act of 1988: Report (to accompany H.R. 4606 which on May 17, 1988, was referred jointly to the Committee on Banking, Finance, and Urban Affairs, the Committee on Energy and Commerce, the Committee on Education and Labor, and the Committee on Public Works and Transportation) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1988.

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16

United, States Congress House Committee on Banking Finance and Urban Affairs. United States-Mexico Border Regional Development Act of 1988: Report (to accompany H.R. 4606 which on May 17, 1988, was referred jointly to the Committee on Banking, Finance, and Urban Affairs, the Committee on Energy and Commerce, the Committee on Education and Labor, and the Committee on Public Works and Transportation) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1988.

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17

United, States Congress House Committee on Banking Finance and Urban Affairs. United States-Mexico Border Regional Development Act of 1988: Report (to accompany H.R. 4606 which on May 17, 1988, was referred jointly to the Committee on Banking, Finance, and Urban Affairs, the Committee on Energy and Commerce, the Committee on Education and Labor, and the Committee on Public Works and Transportation) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1988.

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18

United, States Congress House Committee on Banking Finance and Urban Affairs. United States-Mexico Border Regional Development Act of 1988: Report (to accompany H.R. 4606 which on May 17, 1988, was referred jointly to the Committee on Banking, Finance, and Urban Affairs, the Committee on Energy and Commerce, the Committee on Education and Labor, and the Committee on Public Works and Transportation) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1988.

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19

World Health Organization. Regional Office for the Western Pacific., ed. Regional meeting of the national fellowship officers: Report. Manila, Philippines: The Office, 1989.

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20

Bulletin of the UNESCO Regional Office for Education in Asia and the Pacific Science Education No. 25/Ub162. Unipub, 1985.

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21

Bulletin of the UNESCO Regional Office for Education in Asia & the Pacific: June 1984. Bernan Press, 1985.

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22

Revitalizing Federal Education Research and Development: Improving the R&D Centers, Regional Educational Laboratories, and the "New" OERI. University of Michigan Press, 2001.

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23

Cahill, Bruce. Distance Education in Asia and the Pacific (Bulletin on the UNESCO Regional Office for Education in Asia and the Pacific, December 1985, No 26). Unipub, 1986.

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24

Continuing Education in Asia and the Pacific (Bulletin of the Unesco Principal Regional Office for Education in Asia and the Pacific Ser ; No.28). Bernan Press, 1987.

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25

McDonald, Andrew T., and Verlaine Stoner McDonald. Paul Rusch in Postwar Japan. University Press of Kentucky, 2018. http://dx.doi.org/10.5810/kentucky/9780813176079.001.0001.

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This book describes the remarkable life of Paul Rusch, a Kentuckian who went to Japan after the Great Kanto Earthquake. Rusch embarked on an unlikely journey from a YMCA worker to college instructor, missionary, prisoner of war, and military intelligence officer, ultimately founding Seisen-Ryo lodge and the Kiyosato Educational Experiment Project (KEEP) in Kiyosato, Japan. Through KEEP, Rusch introduced new agricultural methods and technology to highland Japan, endeavoring to help feed an impoverished region in the postwar era. Credited with introducing American-style football to Japan, Rusch was also instrumental in recruiting Japanese Americans (Nisei) for military service during World War II. As an army intelligence officer during the Allied Occupation of Japan, Rusch gathered evidence employed to absolve Emperor Hirohito of responsibility for the Pacific War. Rusch used his vast social network in Japan to acquire evidence of a Communist espionage ring in Japan led by the spymaster Richard Sorge, a development that affected the anti-Communist policies of Occupied Japan and McCarthy-era politics in the United States. Rusch’s dreams of evangelizing Japan did not come to fruition, but, despite some failures, Paul Rusch’s memory has endured into the twenty-first century, inspiring Japanese and Americans to foster cultural exchange, environmental sustainability, and international peace.
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26

UNESCO in Asia and the Pacific: 40 Years on (Bulletin of the Unesco Regional Office for Education in Asia and the Pacific, No 27/Ub228). Unipub, 1987.

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27

Smith, Gary Scott, and P. C. Kemeny, eds. The Oxford Handbook of Presbyterianism. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780190608392.001.0001.

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Presbyterianism has a rich, robust, resilient history. Since Presbyterianism began in Scotland in the early 1560s, its adherents have spread to Europe, North America, Asia, Africa, Latin America, Australia, and New Zealand. In some locales and eras, Presbyterians have flourished; in others, they have struggled; in still others, they have experienced both triumphs and defeats. The essays in this handbook explain the historical roots and development, challenges and problems, and successes and failures of Presbyterians all over the world. During their history, Presbyterians have developed a distinctive theology, style of worship, and polity. As a body influenced by John Calvin and other Swiss Reformers, Presbyterianism has emphasized the sovereignty of God, the election of individuals for salvation and service, and the necessity of continual reform to remain faithful to the Scriptures and to adapt the gospel message to various cultural settings. Presbyterian worship has centered around the preaching of God’s word, typically based on the exposition of Scriptural passages, and the celebration of the sacraments of communion and baptism. Presbyterian polity establishes three officers—pastors (teaching elders), ruling elders, and deacons—to lead the church and a series of graded courts to govern their ministry. Differences over doctrine, polity, liturgy, and social issues, as well as ethnic, racial, class, and gender issues, regional factors, and personal conflicts have often produced controversy and even schism among Presbyterians. Presbyterians have also adopted differing theological positions based on their understanding of Scripture, natural theology, philosophy, and life experiences. Throughout their history, Presbyterians have often had an influence in society that exceeds their numbers because of their generally high levels of education, wealth, and status. This continues to be true today for the world’s thirty-three million Presbyterians who belong to hundreds of denominations in more than seventy-five nations.
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